Future Goals and Reasons for Choosing the DNP Program Essay

Future Goals and Reasons for Choosing the DNP Program - Essay Example I would like to contribute in improvement of this situation. I also believe that the doctorate will put me at an advantage economically, more so because it will increase the enumeration which I will receive. I also believe that there will be high chances of obtaining scholarships in this program to enable me become a professor in the field. The program is relatively new and has room for accommodating individuals like myself in its line. Leadership in my view is an essential part of any nursing career path. I intend on continuing to develop my leadership skills through ongoing educational pursue and via taking greater positions of responsibility. My current position as a Captain with the United States Army reserves has allowed me to put leadership knowledge into practice. I also feel that the DNP program will further enhance these skills. I see myself as someone with wide and diverse knowledge in advanced practice with the ability to link classroom studies with clinical challenges. I also envision myself with the ability to integrate all the knowledge I will have obtained up to that level into my area of expertise in the health industry. I also believe that I will be able to research into various quarters that have been the cause of discrepancies in the health industry. Besides this, I will be able to cooperate with other fields of the profession to achieve effectiveness as a practioner. Some of the fields that I picture myself working with include administration and education. As I have taken on more responsibilities, I have become more cognizant of some of the problems with our health care system, and I plan to become more active toward creating and influencing a positive change. For example, I plan to advocate and to fight hard to force policy makers to take decisive steps to move today's bureaucracy driven, heavily regulated third-party payment system to a new patient-centered system of consumer choice and real market competition. I also envision myself as a competent manager of health care. This implies that I will have the ability to merge all the legal, ethical and professional requirements and standards during service provision. I believe that I will be able to provide adequate healthcare for all patients that I will deal with. This will be regardless of their background as I am ready to work and have worked with diverse population groupings during my practice. My position as a correctional nurse and a captain with the 6250th medical hospital, has given me the opportunity to work with a variety of patients from many cultures and backgrounds. I feel that this experience has enriched me and has allowed me to provide culturally sensitive care to the patients that I am entrusted to serve. Lastly, I envision my role as one who will be able to deliver changes in the field of healthcare delivery. I intend on doing this by affecting health policies in the industry and changing the attitude of service delivery. Professional experiences that contributed to nursing I will complete my bachelor's degree in nursing from Washington State University in May 2008. I also have a master degree from Chapman University in Clinical Psychology. Before I became a

Ethics Program for Nonprofit Management Consulting Services Essay Example for Free

Ethics Program for Nonprofit Management Consulting Services Essay Our clients are placing a high level of trust in us and we must honor that commitment by ensuring no confidential information is disseminated outside our company or to those inside the company who may have a conflict of interest. Above all else we will be professional with our clients and work to the best of our ability to provide them with unrivaled service. Since we specialize in working with nonprofit companies the majority of clients we work with will have an Ethical Code as well. When available we will take their Code of Ethics into account for any work we will be doing where we act on their behalf. Since we work with many nonprofit and volunteer based organizations we encourage everyone to volunteer and donate time as they see fit with the following guidelines; 1) Volunteering will not be done to curry favor with the business before they are a client. 1) Volunteering will not be done during an active consulting project with the company you are consulting with. 2) It is up to you to determine if volunteering for one of our clients will result in a conflict of interest. Training Program All New-Hire employees will receive a minimum of Four (4) hours of Ethics training during their first week with the company. At a minimum the following will be covered; 1) Code of Conduct 1) Actual ethical situations that have arisen with the company in the past a. Bribes / Gifts b. Conflicts of Interest c. Relationships with Clients 2) Who to talk to if an ethical situation or question arises d. Owners e. Ethics Point Hotline At the end of the training you should be able to understand the following items (Ferrell, Fraedrich amp; Ferrell, 2008); 1) Recognize Situations that might require ethical decision making 1) Understand the values and culture of the organization ) Evaluation the impact of your ethical decisions on the company 3) The difference between your ethical values and those of the companies. During your training if you have any suggestions to add or have ethical situations you’d like to discuss please do not hesitate to bring it up with the trainer. We understand that everyone has had experiences in personal life and when working with other companies. Those experiences can help us expand and improve upon on our existing training and update our Code of Conduct as required. Training Program – Yearly Refresher At a minimum of once a year, the entire company will convene for an Ethical Situations Round Table. Topics will include newsworthy stories of other companies and any closed ethical issues within the company. This is a time not only to discuss ethical situations but to work as a group in finding the ideal solution to how the company should handle similar issues. We want to be a step ahead and be prepared for events that could affect the company. Reporting/Monitoring of Discussing an Ethical Situation During your time with the company you may run into situations that you would like guidance on. The Owners of the company have an open door policy for talking about these issues. It is better to talk about them before they happen than after they happen though. The Owners will work with you on the situation for the best outcome for the company. They are invested in the company and ensuring the company makes ethical decisions ensures long term growth and profitability. Alternatively we have contract with Ethics Point to provide a hotline for reporting or discussing ethical situations if you do not feel comfortable talking with the owners about the situation in question. Your call to Ethics Point (Hotline Reporting -, 2012) will be confidential but information about the situation will be reported to the owners so they can work through the situation. The company also leverages Microsoft Exchange for monitoring E-mails of all Employees to proactively deal with potential ethical issues that may arise while working with our clients. Due to this type of monitoring we highly recommend that personal issues are not dealt with using your business e-mail address. Investigating Ethical Issues or Situations The company has contracted with Ethics Point to handle the investigation of any serious Ethical situations. Due to the nature of Ethics Violations it can be a conflict of interest in our small company if the Employees or Owners were tasked with these investigations. We also do not want to create a hostile atmosphere during or after the investigation. During an investigation your cooperation with Ethics Point is required. Failure to cooperate with the Investigation will lead to disciplinary actions that may include termination of employment. Disciplinary Action for Ethics Violations While we hope that we are able to provide you with enough training, reinforcement and the cultural atmosphere to be able to avoid an ethical issue, it does happen. Violations of the Code of Conduct will be handled by the CEO with recommendations from Ethics Point if they are if they are handling the case. Action will be based on the following items: 1) Damage of reputation or character of the company 2) Loss of Clients 3) Actions taken by the company to remedy the situation Action taken will be one or more of the following: 1) Additional Ethics Training 2) Leading one of the Yearly Ethical Discussions 3) Volunteer time with the Nonprofit of your choice 4) Time off w/ out Pay or use of vacation 5) Transfer of Account(s) to another consultant 6) Termination of Employment Reviewing and Improving our Ethical Culture At the end of each year after the yearly discussions all aspects of the Ethics code will be reviewed and updated as required. With the ever changing business environment and new situations that are constantly popping up in the media it becomes mandatory that we do our best to keep the Ethics program relevant. With all things relating to the Ethics Program we encourage feedback and suggestions throughout the year, not just at the yearly meeting. All suggestions received throughout the year will be discussed by the owners frequently and any changes to the program will be made. The ethics program belongs just as much the Company as it does the employee. The employees will rely on it as a frame of reference for how to work through difficult situations and the company will rely on it to guide the employees in their daily activities. If the company is successful the employees will be successful. In addition to the yearly meetings and annual review of the Ethics Program, every 3 years Ethics Point will audit the program and supply recommendations that may be implemented.

Torts and Negligence Case Study

Torts and Negligence Case Study Sajesh Maharjan Introduction Anna, a cafà © owner, went to the tour Honey Bee Nature Appreciation Tours operated by Trevor and had injured her knees after stumbling down the hill side. She got treatment in the hospital and fully recovered in a month. Now Anna decides to enforce tort law against Trevor who is not only the operator but also the sole owner of the tour company for negligent act and seek 12 months earnings in lost income and punitive damages. In this regard, Anna is the Plaintiff who has suffered personal injury and Trevor is the Defendant who will have to compensate for damages to the Plaintiff if proven guilty in the court. However, the burden of proof lies with Anna and she must establish following three things on the balance of probabilities that the Defendant owed Plaintiff the duty of care, the Defendant breached their duty of care and the Defendants actions have caused the Plaintiff to suffer loss or damage. Trevor has contributory negligence as a part of the defence against Anna. Duty of Care The issue is whether the Defendants conduct/actions could cause harms/injury to Plaintiff during the time of tour. In other words, Anna is required to prove that the personal injury suffered by her was reasonably foreseeable and was a result of the act(s) or omission(s) of the Trevor in order to establish the duty of care. The neighbor principle laid out by Lord Atkin in Donoghue v Stevenson [1932] is dominantly used in testing whether the Defendant owed Plaintiff a duty of care. According to that principle, the Defendant is said to owe a duty to take reasonable care of the Plaintiff where the Defendant would have reasonably foreseen the injury to the Plaintiff by the Defendants action or carelessness. Evidence of the duty of care is more easily recognized in cases involving established categories such as Parents and their children, employers and their employees, doctor and patients, teachers and students, manufacturers and consumers, etc. These established categories can be easily found in cases such as JD v East Berkshire Community NHS Trust and others [2005], Smoldon v Whitworth [1997] etc. Honey Bee Nature Appreciation Tours is solely owned and operated by Trevor. He takes maximum of six people (paying trekkers) once per week on a six hour walk during daylight to in bird watching and similar activities. The established category of a Professional and their customers can be applicable to the case of Trevor and Anna since Trevor provides professional service of walking tours and bird-watching activities and Anna pays for that service. Moreover, it is reasonably foreseeable that his activities and carelessness have impacts on those who attend his walking tours and owe duty of reasonable care to the paying trekkers. This is supported by the case of Smoldon v Whitworth [1997] where facts were similar. Therefore, it is evident that Trevor had duty of care over Anna who attended the walking tour. Breach After duty of care has been well established, the next issue is whether the Defendant breached the duty of care over Plaintiff. Alternatively, the next step is to identify whether Trevors act(s) or omission(s) failed to meet the standard of care required by the law. A Defendant will be held liable for negligent conduct that falls below the legally accepted standard of care for the significantly foreseeable risk of injury. It is stated in the s9 (1) of Civil Liability Act 2003 (QLD) that a person is not said to have breached the duty to take precautions against the risk, unless the risk was foreseeable, the risk was not insignificant and a reasonable person in the similar position and circumstances of the Defendant would have taken precaution. Section 9 (2) of Civil Liability Act 2003 (QLD)   lists out the factors that are taken into considerations for determining whether a reasonable person would have taken preventive measures against risk of injury which are as follows: the probability of occurrence of injury/harm without precaution the likely seriousness of the injury the burden of taking precautions to avoid the risk of injury the social utility of the activity that cause the risk of injury These factors are applied in determining the standard of care that a reasonable person would have taken by balancing the first two factors against the second two. The risk of harm/injury is compared against the practicality of taking precautions to avoid the risks. Before the tour, Trevor advised the tour participants to wear sensible shoes and clothing and that all the walks are conducted during daylight. He also notified regarding several fall injuries in the past because of trips during night time. He also mentions that the participants will be provided with the water and sandwiches during the trip. One of the important facts presented in the case is that he left the tour participants (trekkers) on their own during the break so as to scout for a new location. Moreover, he gets lost in his work and takes much longer that he expected which delayed the return trip and compelled to walk during dark. A reasonable person in Defendants position would not have left the participants unsupervised for such a long time. The facts do not disclose whether Trevor instructed to the participants that the alcoholic beverages were allowed during the trip. However, a reasonable person would have clearly indicated whether the alcoholic beverages were allowed during the trip besides sensible shoes and clothing. Similarly, a reasonable person would have scouted new places before the trip. And if the scouting has to be done during the trip, a reasonable person would have taken the note of time and wouldnt delay the return. The only thing which wasnt foreseeable for a reasonable person is that someone would change into high heel shoes in the middle of the trip during bird observation. Therefore, it can be concluded that Trevor has breached his duty of care from the given facts. This is reinforced by the case of Vaughan v Menlove [1837] where the Defendant did not acted as a reasonable person would h ave. Damage The major concern here is whether the breach of duty by Trevor has caused injury to Anna. Anna has to demonstrate to the court that Trevors negligent action was the main cause, though not necessarily the sole cause, of her damage. Section 11(1)(a) of Civil Liability Act 2003 (QLD)clearly states that the breach of duty was a necessary condition of the occurrence of the harm. This calls for the but for test which examines would the Plaintiff have suffered the damage but for the defendants negligence. In addition to the cause, Plaintiff is also required to prove that the damage incurred was within the scope of liability. Anna has to show that her injury was a foreseeable consequence of Trevors negligence. The question here is whether Trevors negligent action of leaving the tour participants unsupervised during the break, scouting for new location without keeping track of time have caused the Anna to suffer injury. It is true that the Trevors negligent act has caused the Anna to incur personal injury. Firstly, had the Trevor not left the group unsupervised, he could have been able to find that Anna had brought wine for the trip and he could have taken actions which would avoid Anna to consume half the bottle of wine by herself. Secondly, if Trevor had kept track of time and while he went for scouting location, they could have made the return trip during daylight before sunset when the forest was not dark. Thirdly, Trevor knew that there is risk of fall injuries during the trip made in night or when the forest is dark. Therefore, Trevors negligent act was the cause of Annas injury which is supported by the case of Strong v Woolworths Ltd [2012] and Annas personal injury was a reasonably foreseeable consequence of Trevors negligence as in the case of Hughes v Lord Advocate [1963]. Defence After the Plaintiff has established the necessary duty, breach and damage, then the Defendant can institute any defences in order to reduce or eliminate their liability. The common defences are contributory negligence and voluntary assumption of risk. The issue regarding this case is whether Anna contributed to her loss/injury and voluntarily assumed the risk. For contributory negligence, it is mentioned in the s 23 (2) of Civil Liability Act 2003 (QLD) that the standard of care of the Plaintiff is that of reasonable person in the position of the Plaintiff and what the Plaintiff knew or ought reasonably to have known at that time. In this case, Anna drank half a bottle of wine during break and changes her runners into high heel shoes during the return walk. Anna had also offered the wine to other people who walked the tour but everyone refused. A reasonable person in Annas position would not intake alcoholic beverages during walking tour and would not have changed their runners into high heel shoes. Moreover, when Anna got injured, she was under the influence of alcohol. Section 47 of Civil Liability Act 2003 (QLD) states presumption of contributory negligence if the person who suffers harm is intoxicated. Therefore, Anna has definitely contributed towards her injury. Voluntary assumption of risk arises in cases of recreational sports/activities which involves obvious and inherent risk. It is stated in the case that the bush tracks used for walking tours of Bushland surrounding the Bunya Mountains are not particularly strenuous. Thus, there is no voluntary assumption of risk in this case. Remedies The key concern at this point is whether the damages sought by the Plaintiff recoverable. The issue here is whether Annas claim for 12 months lost in income and punitive damages for Trevors negligence are fully recoverable. Section 52 of Civil Liability Act 2003 (QLD) explains that a court cannot award punitive damage in relation to personal injury damages unless the act that caused personal injury was unlawful intentional act to cause personal injury or an unlawful sexual assault or misconduct. Similarly, it is mentioned in s 54 of CLA 2003 (QLD) that the maximum award a court may make is for an amount equal to the present value of 3 times average weekly earnings per week for each week of the period of loss of earnings. Moreover, according to the s 24 of Civil Liability Act 2003 (QLD),In deciding the extent of a reduction in damages by reason of contributory negligence, a court may decide a reduction of 100% if the court considers it just and equitable to do so, with the result that the claim for damages is defeated. We are provided with the facts that Anna is transported to the hospital and recovered fully in a month. Despite full recovery from the injury, Anna closed her cafà © and decides to claim for 12 months in lost income and punitive damages. The facts presented in the case and the prevailing legislation suggest that she would not be awarded for punitive damages since Trevor had no intention of causing damage/harm to Anna. Moreover, she would also not be getting her claim of 12 months earnings since she fully recovered in a month and a court could provide a maximum award of 3 times average weekly earnings per week for the period of loss of earnings. Therefore, she may be entitled to benefit of maximum of 3 months earnings with reduction up to 100% because of her high contributory negligence. Conclusion Finally, it can be concluded that Trevor had a duty of care over Anna, breached his duty of care and caused serious knee injury to the Anna. After being fully recovered in a month, Anna decides to close down the cafà © and sue Trevor. Anna is likely to be awarded with 1months earnings or even less for lost income because of her high contributory negligence. References Legislation: Civil Liability Act2003 (QLD) Section 9(1) Civil Liability Act2003 (QLD) Section 9(2) Civil Liability Act2003 (QLD) Section 11(1) (a) Civil Liability Act2003 (QLD) Section 23(2) Civil Liability Act2003 (QLD) Section 24 Civil Liability Act2003 (QLD) Section 47 Civil Liability Act2003 (QLD) Section 52 Civil Liability Act2003 (QLD) Section 54 Cases: Donoghue v Stevenson [1932] AC 562 JD v East Berkshire Community NHS Trust and others [2005] 2 WLR 993 Smoldon v Whitworth [1997]PIQR P133, CA Strong v Woolworths Ltd [2012] HCA 5 Hughes v Lord Advocate [1963] AC 837 Vaughan v Menlove [1837] 132 ER 490 (CP)

Benefits Of Pet Ownership Essay -- essays research papers fc

“I think I could turn and live with the animals. They are so placid and self-contained,'; writes American poet Walt Whitman (Schellenberg 1). Yes, pets have been part of human culture throughout history, and in American households, they are more common than children. It is reported that 58% of U.S. households have at least one pet, whereas only 35% have children (Whitaker; Witherell 76). Owners spend billions of dollars each year on pet food, accessories, and veterinary care, but apparently pets give back, too (Schellenberg 1). Medical studies show that pet companionship offers concrete health benefits (Simross 14). While only in the past few decades have scientists become interested in the benefits of pets on human health (Schellenberg 2), “as far back as Plato and Socrates, there were admonishments for people to spend time with animals. . .for their health'; (Simross 14).   Ã‚  Ã‚  Ã‚  Ã‚  “Researchers into the impact of animals on our health points to a clear relationship between the presence of pets and significantly better physical and emotional well-being'; (Witherell 76). Pet owners reported fewer headaches, fewer bouts of indigestion, and less difficulty sleeping in one study (Avanzino). Also, interaction with animals is shown to reduce blood pressure and heart rate, subtle changes with enormous health benefits (Whitaker; Schellenberg 2). For example, a large Australian study reported in 1992 indicated that pet owners are a...

Theory of Cognitive Development and Children

Discuss the concept of ‘constructivism’ (from Piaget’s theory of cognitive development). Use a mix of theory and research to back up your ideas about whether or not the child constructs his/her own development. The understanding of how children comprehend the world around them has been a highly researched part of cognitive development in Psychology. Jean Piaget was one of the first researchers to develop a theory suggesting that children understand the world around them by actively seeking information from their environment, and continuously expanding their knowledge by organizing, adapting and assimilating this information Berlin, (1992).Piaget’s theory known as constructivism theory, has undergone a high level of scrutiny, centring on the understanding of children’s cognitive abilities, and neglecting the intelligence of assistance. Through analysing current research this paper aims to explore Piaget’s constructivism theory. Children’ s development has been a topic of interest since the 1920’s, following the creation of an intelligence test developed by Piaget and his colleagues where Piaget discovered that younger children made systematic mistakes from those of older age, consequently proposing that children change qualitatively with age, Bremner et al. (2012). Studying his own children Piaget formed the constructivism theory arguing that children built their knowledge through organization (children organize their information in schemas, assimilation (using pre-existing information) and adaptation and accommodation (adapting to the condition of the environment), by searching for information from their environment to expand their understanding of the world, Beilin, H. (1992). Piaget proposed children take an active role in their cognitive development, and independently construct the world around them.He proposed that children face different problems as they move through the stages, and it is the solving of these problems that teach them and assist them in learning and developing their thinking. The knowledge they receive from solving these actions are not imitated or innate, instead are ‘actively constructed’ by the child. In this sense, Piaget suggests that thought is obtained from action, when actions are internalised, ones thinking increases. The child is influenced by their previous ideas and new experiences, and based on this they construct new ideas.Piaget suggested that cognitive structuring, actions representing specific ‘acts’ of intelligence, is developed and linked to stages of child development. Piaget proposed children undergo four developmental stages where cognitive structuring occurs. These stages are sensorimotor stage (from birth to two years of age), preoperational stage (from three to seven years of age), concrete operations stage (from eight to eleven years of age), and formal operational stage (from twelve years of age until adulthood) Piaget, J. & Inhelder, B. (1969).In the first stage, sensorimotor which Piaget divided into six sub-stages, intelligence is demonstrated through basic motor skills such as sucking to experimenting with external objects by using schemas in order to reach their goal. ). Piaget suggested that until the age of seven months (during their third sub-stage of sensory motor stage), infants do not understand that the world consists of permanent objects. He argues that if at this stage you hide an object in front of the infant they show disappointment or simply stop looking for the object as if the object disappeared.Not until infant reaches eight months (the fourth sub-stage of sensory motor stage), does the child start to look for hidden objects, which shows that at this stage infants start to understand object permanence, Piaget, J. & Inhelder, B. (1969). One of Piaget’s studies that received a great deal of attention is the A-not-B error study, which he explains that if an object is hidden in front of an infant (location A); at around eight months of age they would reach toward the hidden object.However if the object is moved to a different location (location B) infants until twelve months of age would still reach for the first location. The failure to reach the correct location Piaget explains as egocentrism clamming that at this stage children fail to see the situation in a different point of view thinking that because the object was placed in the first location that that object would permanently be there, Piaget, J. & Inhelder, B. (1969). Testing Piaget’s A-not-B theory Kaufman and Needham (1999) tested 40 six and a half month infants.Using habituation technique they concluded that infants looked longer when the objects were moved. Contrary to Piaget’s findings, they suggested that infant special orientation development happens at much earlier age, arguing that Piaget underestimated infant ability. The second and third stage Piaget proposed ar e the preoperational and concrete stage at this stage children understand object permanence (that objects continue to exist even though they cannot ee them) , spatial layouts and also the use of language for problem solving starts during the preoperational stage through constructing existing information and eventually expanding this information. However until the age of seven children still see the world from their egocentric view (i. e. refusing to see the world from a different point of view). At the concrete stage children are able to solve visual problems such as lining in order dolls from the tallest to the shortest, however they are not able to solve mental problems, Piaget, J. & Inhelder, B. 1969). The fourth and last stage that Piaget proposed is the formal stage. At this stage Piaget argues that children can think abstractly, consider possibilities and formulate hypothesis. Piaget’s formal operational stage has been criticised by researchers such as Kuhn et al. ,(198 2) who discovered that although constructing knowledge seems to be sufficient for the sensory-motor and preoperational stage, it does not seem to be the same case with the concrete and formal operational stage since not all adults show formal operational thought.There have been numerous studies conducted which provide support for constructivism theory. Guthrie et al (2004) compared different instructional methods for student’s reading skills, these methods included a strategies instruction approach, and an approach combining strategies instruction and constructivist motivation techniques, such as incorporating student choices, collaboration, and hands-on activities.The constructivist approach, called CORI (Concept-Oriented Reading Instruction) produced a high student reading comprehension, motivation, and cognitive strategies (Guthrie et al, 2004). Similarly Jong Suk Kim (Kim, 2005) found that when students were taught using constructivist-teaching methods, they achieved high er levels in academia compared to using traditional teaching methods. Students also voiced preferring constructivist methods over traditional ones.However, one of the biggest criticisms of Piaget’s theory has been the ignorance of social and cultural influences on child development. Contrary to Piaget, who believed that allowing children to experiment and express their own ideas enabled their constructive processes to develop knowledge, Vygotsky’s (1962) sociocultural theory proposed that learning and development are derived collaboratively from socialisation and education. He argued that simple knowledge such as perception and attention are mental abilities are innate, and although children actively developed their thought rocesses through the environment, they could also, with assistance from others, reach a higher level/stage of cognitive development than the stage they are at when they perform alone. Vygotsky named this ‘the zone of proximal developmentâ€⠄¢, â€Å"†¦the distance between the actual development of a child as determined by the independent problem solving, and the level of potential development as determined through problem solving under adult guidance or in collaboration with more peers Vygotsky (1978)† Vygotsky’s (1978, p. 56).Therefore, although his theory is similar to Piaget in that he believes cognitive development is restricted to a limited range at a certain age, he believes that with the aid of social interaction, for instance the help of a mentor, an individual/child can understand concepts and schemas that they would be unable to comprehend alone. In this sense it questions the extent to which children construct their own environment and developments as children’s knowledge may develop at a much faster rate through interaction and guidance of more experienced peers , such as older siblings, parent or teachers, Gauvain and Cole (1997).Evidence supporting Vygotksy can be seen in a stud y by Gauvain et al. , (1997). He found that if you test a group of nine year old pupils with a number of problem solving skills (at Piaget’s concrete operational stage) and test a group of twelve year old pupils (at Piaget’s formal operational stage), and not assist them, they would show the same level of intelligence, concluding that knowledge is not simply constructed through experience but also through techniques taught by others.Similarly, Mayer (2004) proposed that â€Å"a recent replication is research showing that students learn to become better at solving mathematics problems when they study worked-out examples rather than when they solely engage in hands-on problem, Mayer (2004, p. 18) Conclusion Piaget’s four-stage knowledge development theory is highly researched criteria within developmental Psychology. The use of constructing previously learnt information into new information through experience seems to be more effective at an early age. His theory seems to underestimate the children’s ability and knowledge; however it overestimates adolescence ability.It also is unarguable that constructivism theory fails to acknowledge the social effects that have been shown to play a crucial part in knowledge development. However it is not to say that Piaget’s constructivism theory should be discarded altogether, since Piaget was the pioneer in introducing clinical methods to explore children’s thoughts. This remains the fundamental theory used in child development research. Moreover, as mentioned above, Piaget’s constructivism theory is highly used in schools, guiding teachers in how to enable children to explore their own environment through expression and experimentation.In conclusion, knowledge development could be acquired through both construction of ones own experiences, and the help of more experienced peers. References 1. Beilin, H. (1992). Piaget’s enduring contribution to developmental psycholo gy. Developmental Psychology, 28, 191-204. 2. Bremner A. et al. , (1986). Developmental Psychology. Developmental Psychology. 3. Bodner, Gg. M. (1986). Constructivism a theory of knowledge. Journal of Chemical Education, 63, 873-878. 4. Gauvain M. and Cole. M. (1997). Readings on the development of children. W. H.Freeman and Company. New York. 5. Guthrie et al. , (2004) Increasing reading comprehension and engagement through concept oriented reading instructions. Journal of educational psychology, 96 (3), 403-423. 6. Kaufman, J. and Needham, A. (1999) Objective spatial coding in 6. 5-month-old infants in a visual dishabituation task. Developmental science, 2(4), 432-441. 7. Kuhn et al. , (1982), Systematic and metasystematic reasoning:A case for levels of reasoning beyond Piaget’s stage of formal operations. Developmental psychology, 53, 1058-1069. 8. Kim J. S. (2005).The effect of constructivist teaching approach on student’s academic achievements, self- concept and l earning strategies. Asia pacific and education review, 6 (1) 7-19. 9. Mayer (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59 (1) 14-19. 10. Piaget, J. & Inhelder, B. (1969). The Psychology of the Child. NY: Basic Books. 11. Vygotsky L. S. (1962). Thought and Language. Massachusetts: The M. I. T. Press. 12. Vygotsky L. S. (1978). Interaction between learning and development. Mind and society, Cambridge: Harvard university press.

The Ethical Code of Conduct in the Modern Organizations

The Ethical Code of Conduct in the Modern Organizations Organizations in the modern world are so concerned with the constant need to improve performance that most of them have little time to work on the moral aspect of their decision making. However, each organization needs some form of standard behavior that all employees need to follow; without it the organization would run in to chaos and output will be hampered.Advertising We will write a custom essay sample on The Ethical Code of Conduct in the Modern Organizations specifically for you for only $16.05 $11/page Learn More Ethical conduct therefore is the accepted behaviour within the organization or society at large. Each organization has different policies on ethics; however most of them are similar in nature. For example, coming to work on time is part of the ethical conduct of most organizations. The ethical culture of an organization can make or break its very foundation. Ethics is from the Greek word â€Å"ethos† meaning character or custom. This means that organizations should formulate a code of conduct that will be used in the day to day service to the society. Administrators view unethical behaviour as a tumor eating away on the fabric of society in many of the modern day organizations. It is observed that, the crisis of conduct is undermining the organizational competitive strength. A study carried out showed that employees accounted for a higher percentage of retail thefts than the customers (Silverstein, 1989). It also showed that, one in every fifteen employees steals from their employers. This happens because most organizations have left the standards that define organizational behaviour lying n the grey area. How can then administrators promote ethical culture in the organization? First, they should promote ethical consciousness in their organizations. This should have a trickledown effect on the employees in the lowest post. They should also formulate processes that will be used to back up and strengthen ethical b ehaviour. Philosophies of the administrators influence the working conditions of the various departments they hold. It is, therefore, important for them to have positive philosophies that will impact the organization and the employees in a positive and productive way. Managers who behave unethically unlike their ethical philosophies, present a limit to the ethical reasoning of the firm (Nielsen, 1989). This means that, the presence of ethical policies in an organization have less impact on the employees if they are not reinforced by the conduct of the managing officers. The basic management principle states that if you wish to have some behavior or outcome, then you should reinforce it.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In most cases, the administrator will avoid taking responsibility of punishing unethical behaviour for fear of defamation of character by the employe es. In addition to this, organizations should take upon themselves to provide ethical education to their employees, stressing on the positivity of having ethics in the work place. This can be achieved by allocating more resources to ethics training program. In cases where there is an ethics dilemma, employees should use a check-list that resembles the following: identify and clarify the dilemma, get all the possible facts, list options, put options under test to find out if they are legal, right, and beneficial; make decision and double check it, and then take action. The area of ethical problems has not been fully explored, which is why more research should be done on this. Furthermore organizations should formulate and ensure that their ethical code of conduct is positive and that it encourages or gives them a competitive advantage. References Nielsen, R. P. 1989. Changing unethical Organizational Behaviour. Academy of Management Executive 3(2), 123-130. Silverstein, S. 1989. One in 15 Employees in Study Caught Stealing. Los Angeles Times, p. D1.