None Essay Example | Topics and Well Written Essays - 500 words - 24

None - Essay Example In other instances, the error may be a result of omission or negligence. For a practice or occurrence to be considered a medical malpractice, the patient must prove certain elements, which include liability, direct causal link, and damages. For an occurrence to fulfill the requirement of liability, the patient must prove that there existed a professional relationship between the health professional and the patient. This is often easy to proof. However, the patient must also proof that the health care provider concerned offered substandard care or was negligent. Depending on the circumstances, substandard care is at times not considered a medical malpractice. The next element that the patient is required to prove is that there were injuries, which directly resulted from the negligence or substandard care (Mor & Einy, 2012). In Jose’s case, there was some of negligence since proper care was not provided in good time, which resulted in the injuries. It was clear that the permanent disability of his shoulder was due to the delayed surgery. In this particular case, the person who can be held responsible or liable is the emergency center physician since he understood the seriousness of the injuries. However, he failed to consider other measures since there was no anesthetist on call. He would have advised Jose’s parents on the seriousness of the problem and maybe they could have sought treatment elsewhere. The physician had foreseen the possible complications that could arise from the injuries but insisted that Jose’s waits until morning when the anesthetist would be available. Moreover, the physician did not inform Jose’s parents of the risks involved if the surgery was delayed. The parents could have opted for other options. Although the anesthetist who was not available, he wa s not on duty at the particular moment and was thus not

Conflict and culture Essay Example for Free

Conflict and culture Essay Conflict is an integral part of human culture. When a number of people of interact with their own individual perspectives, view points, ideologies, cultural and social backgrounds and intellectual development then differences and debates are bound to arise as a logical and inevitable consequence of the interaction (Killian and Pammer Jr. 2003, 3). These differences, acted upon by incompatible interests of attaining personal goals, change into conflict within groups, societies and nations. (Rahim, 2001,1) The greater the diversity and richer the profile of a society, the greater is the scope and range of its embedded conflict. Therefore it is essential to educate people on understanding and handling conflict and treat as an integral component of a democratic society that is important for developing a healthy social life (Killian and Pammer Jr. 2003, 3). In every conflict, whether it is individual or at social scale, culture has always an important role to play. Depending upon the actors involved and the context of conflict, the role of culture in conflict can be direct or subtle, but it is always present as the ultimate factor in deciding the scope of conflict, its direction or its outcome. Culture even decides the existence of conflict, for people who are embedded in the culture of seeing world as a harmonious entity, may not be aware of any conflict through their life. In all the major disputes, debates and disagreement taking place around world, differences in cultural identities and perceptions are fundamental causative factors. A further evidence of the role that culture plays is evinced by peace and harmony existing among societies that have same culture, such as observed between USA and Britain, sharing same historical and cultural roots. Every conflict, whether it is trans-generational, geographical, religious, organizational, or personal, has a cultural component involved. People enshrined in their own culture often react with hostility against any cultural identity that appears contrary to their thought process and ideas. It follows therefore that any effort of conflict resolution needs to incorporate cultural understanding and acknowledge the existence and necessity of diversity (ibid).

The Entertainment Value of a Buffy the Vampire Episode :: Buffy Vampire Slayer Essays

In this essay I ultimately want to address the musical episode of Buffy the Vampire Slayer, "Once More with Feeling" (season 6, episode 7). However, I do not want to look at this episode in isolation from the remainder of the Buffy franchise but rather argue that it exemplifies a certain entertainment strategy that courses through the Buffyverse. Now it seems to me that entertainment is either too often denigrated as a specific ideological formation that produces negative effects of audience passivity as against more overtly challenging texts, or, alternatively, entertainment is celebrated within a postmodern theoretical framework that views the multiplicity of pleasures afforded as inherently productive and even oppositional. Alternatively I want to concentrate on entertainment for entertainment's sake which is to say as a dialectical operation that in Fredric Jameson's terms intermingles wish fulfilment and repression by arousing radical fantasies in order to contain them (Jameson, 1990: 25). In order to analyse this mechanism I will concentrate less on consumers and ideology (that assumes unilateral transmission) and more on fans and affect (that inscribes a dialectical procedure into reception). What seems to me to be of specific interest therefore is the manner in which Joss Whedon, Marti Noxon and the other writers/directors working on Buffy for Twentieth Century Fox target affect and fans by constructing scenarios that feed into and exceed audience expectation. I will argue that his formula culminates in the episode "Once More With Feeling" that ventures beyond Jameson's dialectical formula in that it appears to wilfully play with wish fulfilment/invocation that both figuratively and literally run the risk of arousing utopian fantasies that cannot be contained. Before turning to the musical episode in particular I believe our exposition would benefit from a brief survey of critical approaches to the Buffyverse. The critical material on Buffy the Vampire Slayer, in print at least (see here the Slayage online journal), is expanding but currently somewhat limited. However, as a general rule two tendencies emerge. The first is to treat some self-contained aspect of "Buffy the Vampire Slayer" as an ideological work. Such analyses concentrate upon the encoded more or less implicitly pre-determined messages that the text transmits. Certainly some ideological responses are definitely triggered by Buffy and I will briefly make reference to two critical examples. Brian Wall and Michael Zyrd adopt a Marxist master frame of analysis to determine the world historical content of Buffy.

How is childhood presented in Games at Twilight Essay

There are many similarities between the ways that childhood is presented in these two short stories. When acting as a group, the children are frequently portrayed as cruel and aggressive. In ‘The Red Ball’ the young boy is given a variety of cruel names by other children due to his thin frame, for example ‘Thinny Boney’ and ‘Match-stick foot’. This shows the brutal honesty of children of a young age. In ‘Games at Twilight’ the children are rough and belligerent, shown by ‘the shoves became harder’ and the frequent quarrelling of the children over who will be It in their game of hide and seek. In ‘Games at Twilight’ the children are frequently shown in an animalistic light. The author’s use of vocabulary reveals this, for example ‘wild’, ‘maniacal’, and ‘snarling’. Words such as ‘prey’, ‘stalked’ and ‘pounded’ relate to hunting in the animal kingdom, and therefore reinforce the author’s portrayal of children as animalistic. In ‘The Red Ball’ Bolan is said to have ‘waited like a small animal’, so children are again compared to animals. The fact that the children in both stories play their games in large groups could represent the packs that animals exist in in the wild. By using animalistic images the authors are able to reinforce their portrayal of children as cruel and aggressive. Childish games seem to hold great significance to the children in both stories. In ‘Games at Twilight’ the author says that the children are desperate to start their business – ‘the business of the children’s day which is – play’. By making the children in the story so dependent on games the author suggests that the children have basic, immature values, since play is not an adult business. In ‘The Red Ball’ games also hold a great significance for the children – it is Bolan’s ability to play cricket well that gains him acceptance amongst the other children. It is obvious that friendships are built when games are participated in, as Bolan steals money from his parents to buy a red cricket ball in order to be more highly thought of by his friends. It is interesting to see that the games in both of the stories are carried out outdoors. In ‘The Red Ball’ the author writes ‘the boys played cricket until the fireflies came out’. In ‘Games at Twilight’ Raghu is described as ‘crashing and storming in the hedge wilder’. Thus the children in both stories are more closely linked to nature, reinforcing the authors’ portrayal of them as animals. In both stories the main characters are portrayed as outcasts. In ‘The Red Ball’ the young boy watches other children play cricket from the outskirts of the park, and in ‘Games at Twilight’ young Ravi hides alone, only to find that the other children have ‘quite forgotten him’. The difference between the stories is that the young boy in ‘The Red Ball’ is eventually accepted by his peers and revered by them – he becomes their ‘star’ bowler and therefore essential for their game. In ‘Games at Twilight’ we are led to believe that Ravi will eventually be accepted by the other children for winning the game of hide and seek – ‘he †¦ smiled to himself †¦ at the thought of so much victory’. However Ravi never achieves such victory as the other children forget about him – ‘having disappeared from the scene, he had disappeared from their minds. Clean.’ By using such a short sentence, ‘clean’, the author is stressing the fact that Ravi was forgotten by his peers, and therefore emphasises his insignificance to the other children; he is bottom of the pecking order. In ‘Games at Twilight’ young Ravi is portrayed as rather unintelligent and cowardly. He is frequently described as fearful – ‘Ravi shook †¦ with fear’. His desperation to be accepted by his siblings shows that he is not highly thought of, and is also somewhat pathetic. Thinking that he will win the childish game of hide and seek he thinks that ‘nothing more wonderful had ever happened to him’. His unimportance is confirmed in the final sentence of the story – ‘he lay down full length on the damp grass †¦ silenced by a terrible sense of his insignificance’. In ‘The Red Ball’ Bolan is portrayed as a somewhat more intelligent, wise individual. He is capable enough to understand that by replying when he is called offensive names by the other children, he will be labelled with those names. He is also able to comprehend more difficult family situations, and shows perception and intelligence when the author writes – ‘it was one of those moments when he felt as if he had held his mother in front of him as a sort of shield to save himself from a rain of blows’. In conclusion, the presentation of childhood in the two short stories, ‘Games at Twilight’ and ‘The Red Ball’ varies. The main characters, when alone, are portrayed as more innocent individuals, whereas when in larger groups, the children seem to be more cruel and hostile. ‘Games at Twilight’ offers the less favourable impression of children overall, frequently incorporating animalistic images into the story to describe the children.

People as a huge asset Essay

1.1INTRODUCTION Organisations are made up of people and people are a huge asset to any organization. To be more successful in achieving their goal and objectives; organisations needs to have an understanding about their human assets, their behavior, tendencies, best practice etc..† Leadership is the ability of one person to influence a group of persons toward the achievement of common goals† (Yukl, 1994). Influencing others means that leaders must have an understanding about their behavior, which can only happen when they themselves understand their values, assumptions, beliefs and expectations. Understanding oneself means one must carry out self-assessment/evaluation as this is very important for leaders today. I will be carrying out an assessment about the benefit of self -assessment/evaluation to leaders today and the importance of understanding human behavior in oraganisations. 1.2 DEFINITION OF HUMAN BEHAVIOR Human behavior is the way people behave and which can be influence by culture, emotions, attitudes, values, ethics, genetic etc.. Depending on the society and environment, human behavior can either be common, usual, acceptable or unacceptable. Human behavior can either be learnt as we relate to our environment; for example, tying your shoes is a learned behavior or it can be innate which can be inherited through genes. 1.3THE IMPORTANCE OF UNDERSTANDING HUMAN BEHAVIOR TO AN ORGANIZATION Organisations depend on the behavior of both individual and teams to achieve their goals and objectives; as such it is very critical for organisations to have thorough understanding of human behavior. Understanding human behavior is a  key to organisational success. Human behavior defines how people work together and relate with one another. Communication being the cornerstone of behavior can only be effective when people understand one another. Interpersonal conflict can be reduced in an organisation once there’s an understanding of human behavior. Behavior can influence negatively on the achievement of an organization’s goals and objectives if not manage well; will lead to poor output and failure. Organisations need to plan their training programme, understanding the behavior of its employees will inform the planning process, thereby ensuring that training needs are effectively met. An effective understanding of the diverse behavior of personnel is important. Evidence has shown that as people get to know one another, they became less concerned about differences if they see themselves as sharing more important characteristics, such as personality and values, that represent deep-level diversity† (Stephen P Robbins & Timothy A Judge, Organizational Behavior -15th Editions) A co-operative team that knows how to work with one another can produce better result than those who have problems relating to one another. 1.4 THE IMPORTANCE OF UNDERSTANDING HUMAN BEHAVIOR BY LEADERS Organisations need strong leadership to achieve its goals and objectives. An organisation is only as successful as its leadership. Leadership is the ability to influence a group towards the achievement of a vision or set of goals. Individuals or group can only be influence when there’s an understanding of their behavior. Business necessity, enlightenment about differences and moral fortitude have combine to push organisations into hiring a diverse set of employees, as a result managing this diversity has proven to be a challenge to leaders†¦Ã¢â‚¬ ¦ Leaders can effectively manage this challenge through understanding this diversity. A leader who fails to understand his followers thereby focusing at a very superficial level by commanding others to do their will; is at the bottom of the leadership level. Deeper understanding provides more options, give one more potential tools, and frankly, makes one a powerful leader (Stephen P Robbins & Timothy A Judge, Organizational Behav ior -15th Editions). This is a trait of level 5 leadership. â€Å"Understanding the behavior of followers will assist leaders in putting together teams to manage projects and it will also assist in  assigning task to employees in a way that will put to efficient use each member’s strength rather than their weakness â€Å" (www.employment-testing.com) Attempting to influencing individuals without understanding why they behave the way they do, might yield random or unpredictable effect and this will lead to leaders being unsuccessful as followers will be alienated; whereas understanding the personalities of subordinates and superiors informs leaders as to others expectations and provides insights into motivation, competitiveness and interpersonal relationships and communication. 1.5 LEADERSHIP SELF-EVALUATION/SELF-ASSESSMENT As leaders the ability to influence people has to be continuously improved; and the first step in achieving that will be by knowing yourself and gaining understanding of your leadership style, skills, traits, competencies, abilities, personality type and experience. According to Kevin Sharer of AMGEN CEO and president, â€Å"Leadership has many voices. You need to be who you are, not to emulate someone else.† An apt statement as leaders has the responsibility of influencing others in the achievement of goals and objectives; an achievement that will be almost impossible to attain when followers lacks faith in their leader. People normally have faith in authentic leaders as they are leaders who not only know what they believe in and value but also act on that values and beliefs candidly and openly. Most leaders are unaware of the effect their emotional intelligence has on their superiors and subordinates, many a time we blame negative outcome to those around us, all the time bei ng totally blind to the fact that our personality might have had effect on others action. â€Å"Those who use the emotional intelligence framework to guide their thoughts and actions may find it easier to create trust in relationship, harness energy under pressure, and sharpen their ability to make sound decisions-in other words, they increase their potential for success in the workplace†(Jones and Bartlett learning PTT) only by carrying out self-assessment/evaluation will you be able to understand your emotional intelligence and other traits. As leaders one should know what their strength and weaknesses as this will enable them build on their strength and march it to their leadership opportunities, it will also assist in the development of their weaknesses and allows for the  elimination of threats to leadership. 1.6 THE BENEFITS OF SELF- ASSESSMENT/SELF-EVALUATION TO LEADERS TODAY. Most of the benefits of self-assessment have already been discuss above, however some benefits are; A.Develop Emotional Intelligence When taking time to self-reflect you are looking inwards. Self-awareness gives you the ability the ability to understand your emotions, strengths, weaknesses, drives, values and goals, and recognize their impact on others you are leading. Being self-aware will aid you in controlling or redirecting your disruptive emotions and impulses and adapt to changing circumstances. Building these emotional intelligence components will improve your leadership. B. ASSISTS IN BECOMING EFFECTIVE LEADER Authentic leaders are clear on their core values, and this will help to strengthen leadership integrity and lead you to better decisions. Understanding your core values will build followers trust in you as a leader and this will make decision making easier as our integrity is often put to the test during stressful and difficult times. C. BUILD SELF-CONFIDENCE Confidence is crucial for leaders. It helps in effective communications, decision making, and influence building. People will see you as you see yourself, being aware of your strength as leader will build self-confidence and this will increase team effectiveness.

Free Essays on Its Forever

He said I would stay forever. Forever wouldn’t be very long. I promised it wouldn’t be very long. The room was bleak but for a single light fixture on the farthest corner. It’s pale light illuminating only a small section, leaving everything else in murk. Fingers of shadow clawed silently around the room, a bare wooden tomb with only a small tattered sofa and two chairs to show any sign of occupancy. Cold. Dank. The strong stale stench of mold and urine claimed the air. The flickering of the light swept through the rotted, cracked floor, trailing away into the abyss. Dead, until the silence was broken by a sudden creak and a shrill loud enough to shatter glass. A man paced across the floor, clenching and unclenching his fists, his gruff face veiled in hate, and his eyes fired with that infamous dark and intense gaze that conveyed his authority and power. â€Å"You stupid child! I will show you to obey me!† he bit out. â€Å"NO! Please. Dad, don’t hit me. I’m sorry. Please, don’t,† a small boy pleaded, in a strangled whisper, his lips trembling with every word, and his body stiff with dread. The sound of slapping and punching echoed in the room- fist meeting flesh, until with every hit the murderous rage slowly subsided into nothing more than fatigue. His father callously turned on his heel and walked away, leaving the young child huddled in a corner along with nothing more than roaches to take pity upon him. The boy sat up, wincing with every move; he spit out the salty taste that filled his mouth. Blood was nothing new. Beaten and bruised, he slowly rose, glaring at his attacker’s sweat-stained T-shirt, all the while thinking that one day, he silently promised, one day†¦. II The falling of the leaves marked yet another passing year. The frigid wind whispered death across the treetops, loosening the multicolored leaflets; cascades of red and orange raining down like fire across the earth. Once again, it... Free Essays on It's Forever Free Essays on It's Forever He said I would stay forever. Forever wouldn’t be very long. I promised it wouldn’t be very long. The room was bleak but for a single light fixture on the farthest corner. It’s pale light illuminating only a small section, leaving everything else in murk. Fingers of shadow clawed silently around the room, a bare wooden tomb with only a small tattered sofa and two chairs to show any sign of occupancy. Cold. Dank. The strong stale stench of mold and urine claimed the air. The flickering of the light swept through the rotted, cracked floor, trailing away into the abyss. Dead, until the silence was broken by a sudden creak and a shrill loud enough to shatter glass. A man paced across the floor, clenching and unclenching his fists, his gruff face veiled in hate, and his eyes fired with that infamous dark and intense gaze that conveyed his authority and power. â€Å"You stupid child! I will show you to obey me!† he bit out. â€Å"NO! Please. Dad, don’t hit me. I’m sorry. Please, don’t,† a small boy pleaded, in a strangled whisper, his lips trembling with every word, and his body stiff with dread. The sound of slapping and punching echoed in the room- fist meeting flesh, until with every hit the murderous rage slowly subsided into nothing more than fatigue. His father callously turned on his heel and walked away, leaving the young child huddled in a corner along with nothing more than roaches to take pity upon him. The boy sat up, wincing with every move; he spit out the salty taste that filled his mouth. Blood was nothing new. Beaten and bruised, he slowly rose, glaring at his attacker’s sweat-stained T-shirt, all the while thinking that one day, he silently promised, one day†¦. II The falling of the leaves marked yet another passing year. The frigid wind whispered death across the treetops, loosening the multicolored leaflets; cascades of red and orange raining down like fire across the earth. Once again, it...

Head Start essays

Head Start essays The highest rates of oppositional defiant disorder (ODD) and conduct disorder (CD) are found in low-income welfare families. The Head Start program is for the continued enhancement of services for poor children ages zero to five, and their families. The parents of the children in the Head Start program are rarely examined. Head Start instead focuses on the academic performance of the involved children. The article, Preventing Conduct Problems in Head Start Children: Strengthening Parenting Competencies in The Journal of Consulting and Clinical Psychology decides to take a different approach. Instead of singling out the child and holding only the child responsible for their social and academic behavior, they put the responsibility on the family, the school as well as the child. Nine centers were chosen from within one large urban Head Start district (representing six school districts) on the basis of their similarity in terms of ethnic minority percentages, teachers qualifications, family service workers qualifications and education, number of classrooms, number of children, children's enrollment age, and length of Head Start class (4 hr per day). Another factor was their willingness to participate in the study and to be randomly assigned to either the intervention group (PARTNERS), which is supposed to be an early prevention group to prevent the development of ODD and CD in young children. Or being randomly assigned to the CONTROL group (Head Starts regular curriculum). The Nine Head Start centers were randomly assigned to either groups. This is a plus because the whole center, not just a few classes in the center, is involved in the chosen program. Also, the centers didnt debate on which program that theyd like to participate in. There were more families in the experimental group than in the control group. The Partners or Control program is the indepe...